Leading People & Teams
Workbook
SEIU Healthcare Canada
Service Department
March – July 2015
Launch training
The Service Department of SEIU Healthcare is at a critical juncture of its
development. Personnel changes and increased expectations have resulted in the
introduction of new processes for managing the field staff. The union has partnered
with the SEIU BOLD Center to provide support and training for the managers as you
make this transition.
As leaders of people and teams you work “with and through others to achieve the
goals of the organization and its people.” This year, those goals include engaging
members for successful bargaining, federal elections and the union’s convention.
This means shifting from a reliance on primarily your own work to a focus on
maximizing the potential in others. It can be baffling and rewarding, frustrating and
empowering. Just when you think you are great at it, someone or something comes
along who to humble you.
Behavior change is a process of reflecting on experience, taking in new
information, practicing new behaviors and forming new habits. This takes time and
focus. This program is intended to support you in learning skills and developing
approaches that make your jobs more enjoyable and more productive. To do that,
we need you to partner with us to ensure it is useful and timely.
We have set up a system to make it possible. It is up to you to make it a reality.
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Purpose
The purpose of the overall program is to support
service managers in their role leading and
developing people and teams.
In this program, you have the opportunity to:
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Gain new insights into your role, your
strengths and areas for stretch;
Our deepest fear is not that we
are inadequate. Our deepest
fear is that we are powerful
beyond measure. It is our light,
not our darkness that most
Put into place useful frameworks and tools
for leading staff;
frightens us. We ask ourselves,
Make significant advancement toward
achieving a meaningful development goal.
gorgeous, talented, fabulous?’
‘Who am I to be brilliant,
Actually, who are you not to
be?
Marianne Williamson
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Today’s Agenda
Starting from the
Inside Out
The leader who exercises
9:00am
Program Overview
Your role and how it is changing
10:45am
12:00pm
power with honor will
Coaching and mentoring
work from the inside out,
15 minute Break
starting with him or
Case studies
herself.” Blaine Lee
45 minute Lunch
Giving and Receiving feedback
2:30pm
Break
Development planning
Next steps
4:00pm
Adjourn
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Building a Service Culture
“Treat people like partners and they act like partners”.
BUILDING EFFECTIVE PERFORMANCE
If you ask people what they want most from their jobs, more than likely they’ll tell you
they want to be involved in their jobs, and they want to be treated with respect.
One of the most important roles throughout the performance cycle is that of COACH.
Throughout the performance cycle, you have many opportunities to support and
encourage people. For this process to be productive you want use communication
skills to:
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Gain people’s commitment.
Prevents misunderstandings or assumptions.
Encourages cooperation.
Instill confidence and trust.
Resolve problems.
Encourage self-management and accountability.
Increases likelihood that objectives will be met.
PROACTIVE vs. REACTIVE COACHING
People often view coaching as something to do after the fact. (Reactive after problem
occurs) Proactive coaching is meant to improve performance before they become
challenging situations.
 Strengthens the relationship between you and the people whom you work with.
Builds trust and shows your concern for people as well as the organization. People
respond to coaching and want to do well for themselves and the organization.
 Enhances potential. Coaching recognizes people’s abilities and develops their skills.
Once they reach their potential the organization also benefits.
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Program Overview
This program is designed to ground you in basic principles of successful staff leadership at the
same time as focus you on achieving one breakthrough development goal.
Development plan
Coaching Conversations
Modules
Identify key areas for
learning
Monthly check in call
Set development goal with a coach to
discuss ideas for
and first steps
further progress on
Feedback and
development goal
Coaching skills
Strengths-based
leadership
Emotional
Intelligence
Other?
Optional Modules
1. Managing stress
2. Strengths-based leadership
3. Leading team meetings
4. Managing conflict
5. Motivation and drive
6. Getting things done
7. Emotional Intelligence
8. Stewardship delegation
9. Fostering accountability
10. Courageous conversations
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Coaching
Coaching is an opportunity to have a scheduled, confidential video or phone call
with a professional job coach. They are there to listen to what is going on with
you, to help you learn to think and act more effectively as you apply the learning
from the webinars and work toward your learning goal.
The coaching conversation is driven by you. You come with dilemmas, reflections
and questions. It is an opportunity to reflect, decide and commit to action around
those things that matter most to you. It works as well as you will let it.
Setting up the coaching for success:
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Be honest with your coach – it’s confidential, it’s for you, why not?
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Set aside the time to be fully present during the call [not driving, not in a
public space]
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Follow through on commitments – and be honest when you can’t
From insight to action
Coaching respects how our brains work. It gives us time to reflect, explore
alternatives, make choices and commit to action. A coach will challenge you to
think in new ways, without telling you what to think; clarify what you want, and
stay along with you until you succeed.
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Barriers to Learning
What folks say when they get in the way of their own learning…
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“I already knew that.” The resistance to listening for what may be new.
“Why should I listen to her/him?” Not seeing the value in another person who has
something to teach me.
“I need to make a phone call.” Letting the stress of current work be a barrier to learning
how to do better work in the future.
“You can’t teach old dogs new tricks.” Believing the myth that I can’t learn after a certain
age or level of experience.
“This isn’t my reality/sounds too corporate.” Being unwilling to transpose the learning
from one situation to another.
“I’m sticking with the way we’ve always done it.” Resisting trying new things.
“Snicker, snicker.” Using humor and sarcasm to deflect learning.
“Why are we doing this?” Resisting experiential and non-linear learning – believing that
all learning is information.
“No one will let me do this.” Assuming that they will not be able to apply the learning
and therefore don’t need to learn it or advocate for it.
“Yeah, right.” Putting up a barrier based on mistrust of the context: the situation, the
subject, past experience, or the process.
What’s my biggest [self-imposed] barrier to learning?
What will I do to make sure I don’t sabotage my own learning?
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Operating principle of the brain
Away from threat and toward reward
AwayThreat
TowardReward
Humiliation
Uncertainty
Lack of control
Rejection
Fear
Status
Certainty
Autonomy
Relatedness
Fairness
Managing with the brain in mind
Positive, goal orientation
Strengths and stretch
Equity and fairness
Growth mentality
Collaboration and inclusiveness
Attention to team-ness
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Role of Leading People and Teams
As a leader of people and teams you work with and through others to achieve the
goals of the organization and its people. In doing so, you will find that you need to
manage within the following five domains:
Resultsclimate
SelfMastery
Teambuilding
Strategy
into Action
Leverage
Talent
What are the three most important things you do NOW to manage staff?
1.
2.
3.
What are two things that you would like to be doing more of?
1.
2.
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Self Reflection Interview
…SWITCH BOOKS TO TAKE NOTES
1. What strengths do you really rely on when it comes to managing?
2. What situations are most challenging for you?
3. How well do you know how others perceive you? What do you know and
not know about your impact on others?
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4. What skill or approach to managing would you like to focus on as part of
working toward your development goal?
Plan to increase self-awareness
5. What additional reflection or feedback gathering will I do to further my self awareness?
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Coaching to facilitate positive change
Tell
Advise
Guide
Facilitate
‘Go left!’ – tell
‘I think you should go left here.’ – advice
‘Have you considered going left?’ – guidance
‘Where do you think you should go?’ – facilitation
Tell, advise and guide when it’s appropriate
Facilitate for positive change!
The limits of telling and advice
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The brain develops by doing the work – let them do it!
Commitment is greater when its your own idea
Advice creates dependency. They will keep coming back!
People remember what THEY say, not what YOU say [so sad….]
Facilitation starts with the quality of listening
 Focus on the person not the problem
 Ask follow up questions about their thinking, not the issue
 No queggestions!
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Powerful Coaching Questions
Goal questions:
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What do you most want to get out of this opportunity/situation?
What would success look like?
What is most important to you to accomplish?
Could you turn that around [a complaint] and state it as something you DO want?
I know you said you feel stuck, could you describe the feeling you want instead?
If you could change just one thing – what would it be?
Reality questions:
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What is the situation now?
Where are you now compared to where you want to be?
What about this situation do you control, what can YOU DO?
What impact is this having on you?
Is there another way to look at this?
What about the current situation is working in your favor?
Now that you have described the situation to me, what insights did this give you?
Options questions:
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What ideas have you thought of?
What options do you see?
Are there success stories/role models that you could learn from?
What has worked for you in the past?
What is the main choice you need to make?
What’s next questions:
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What next step will have the biggest impact?
What’s one thing you could do this week to make progress on this?
How will you make the decision about what to do?
Which of the options sounds like the best one?
Are you ready to take action?
What is your “gut” feeling about what you should do?
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Setting up a coaching relationship
Who do you want to coach and why?
What is the level of trust that exists in the relationship?
1 = none; 2 = low; 3 = don’t know; 4 = okay; 5 = very strong
_______
If below 4, what can be done to increase?
How eager are they to learn and change?
1 = not at all; 2 = a little; 3 = don’t know; 4 = enough; 5 = very
_______
If below 4, what can be done to increase?
What are the next steps to setting up the coaching relationship?
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Case problems
Describe a situation or dilemma that you have or have had as a manager that you
would like to workshop with your peers:
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Feedback is…
information about past behavior, delivered in the present, with the…
What
happened
What I
saw
What it
meant to
me
What I
said
What they
heard
What it
meant to
them
What they
did with it
positive intent of influencing future behavior... What can possibly go wrong?
Notes:
Giving…
Receiving…
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Giving & receiving feedback REALPLAY
Find someone in the room who you would like to ask for feedback. The person chosen is the Giver. The chooser is the
Receiver. After round one, you will switch.
STEP ONE:
Receiver: ASK the giver for specific feedback – then WRITE down: Why do I want this feedback?
Giver: LISTEN to what the receiver wants feedback about – then WRITE: What is the feedback I want to give?
STEP TWO: When you are both ready:
Giver: GIVE the receiver USEFUL information, drop the judgment
Receiver: LISTEN to the feedback with curiosity and openness
STEP THREE: Afterwards, reflect and take notes on:
Both: How well did you and the other person stick with the guidelines for giving and receiving feedback?
SHARE feedback about the exchange with the other person
Receiving Feedback
Stay CURIOUS, and then make good CHOICES.
1. Prepare. Give yourself feedback first. Realize feedback isn’t fatal. Relax. This is about the
other person’s experience of you, not about your basic self worth. Stay present.
2. Listen & be curious. Be open. Get more information with non-defensive questions. Feel if it
resonates with your intent to receive feedback. Hear positive & constructive.
3. Put it in your pocket: You are in total control of what you do with feedback;
if it is hard to hear, don’t respond right away. Consider and discuss later.
4. Make a habit of asking for feedback: It is always easier to hear feedback if you ask for it.
Be specific; be proactive. Acknowledge the giver & follow-up.
5. Check for understanding. Check assumptions by repeating back the feedback. If you think
you know what someone else is thinking, ask.
6. Learn & Develop. You don’t have to agree or think it was given well to find feedback
valuable. Plan to take steps to address including getting support.
Giving Feedback
CONNECT to what a person is COMMITTED to.
1. Ask permission. Allow receiver to make a choice to listen. Avoid if receiver is emotionally
triggered or distracted. Be aware of power, identity & trust dynamics.
2. Have positive intent, presence & tone. Focus on positive change connected to something
you are both committed to. Wait if you are feeling frustrated, superior, fearful, or angry. Be
calm & composed.
3. Listen. Start by asking how they see themselves. Feedback is a two-way relationship, so it is
important to listen to what the other person says and to be open to their opinion.
4. Be useful. Make sure feedback is valuable: behavior that can be changed or an impact they
didn’t realize (not venting, not judgments like “you are inattentive).
5. Learn & Develop. What we want to “tell” often says as much about US as it does about
them. What you can learn about yourself from feedback you want to give others?
6. Be prepared to deal with impact. Be willing to deal with emotional reactions. People need
time to digest feedback, allow for thoughtful, less triggered, responses.
ALVAREZ PORTER GROUP | WWW.ALVAREZPORTER.COM
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Development goals
What is a Development Goal?
A development goal is an outcome that describes where you would like to be or
what you would like to be able to do at some future date.
How is it different than a work goal?
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Is connected to your part in achieving work -related goals
Reflects what is a challenge or aspiration for a positive change
Has to do with YOU
Step One: Identify a goal that is M eaningful
Goal that lacks meaning: To be better at keeping my paperwork and my staff’s
paperwork up-to-date.
Meaningful Goal: To make on-time, data-driven decisions with team input
Step Two: Describe that achievement in M easurable terms
Able to describe outcome in quantifiable ways
Goal that lacks measures: To be a better coach
Measurable goal: To coach union reps on developing member leaders
Step Three: Make it short and sticky so that it is Memorable
Think of it as a headline for an article abo ut your goal – 8 words or less
Not memorable: to improve the way that I relate to people who are upset whether
that is staff, members or employers , so that when I encounter those situations I am
both resourceful and calm.
Memorable goal:
To be Resourceful and Calm amidst Chaos!
ALVAREZ PORTER GROUP | WWW.ALVAREZPORTER.COM
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Development Goal Worksheet
3M Development Goals: Meaningful, measurable and memorable
1. Meaningful = What would meaningfully impact your work goals & your professional
growth?
2. Measurable = Describe how you would measure whether or not you were making
progress/had reached your goal:
3. Memorable = In 8 words or less – with words that have punch for you – summarize
your goal:
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Sample Goals
Self Mastery
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I keep my commitments with integrity
I model the behavior and values I expect
I am twice as encouraging as one year ago
I get the right things done
Strategy into Action
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My decisions are transparent and fair
My vision pops
Shared goals inspire action
100% on workplans
My team talks and thinks strategically
Leverage Talent
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I know and leverage staff’s strengths
I am fearless and fair about feedback
I coach people to take risks and learn
I have doubled the trust with ____
I communicate high standards and follow up
Great Teams
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My team is greater than a sum of its parts
Team meetings are engaging and useful
I take time to celebrate success
Roles and relationships are clear and healthy
Comfortable with conflict – 99%
Results Climate
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Metrics reflect priorities
Accountability is everyone’s responsibility
Courageous Conversations are routine
Reflection and debrief are part of our practice
I focus on results in a way that motivates
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Development Plan Document
Name
EA
Start Date:
End Date:
GOAL or GOALS
Feedback:
Strengths
Areas of Focus and Stretch
1.
2.
3.
4.
5.
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ACTION STEPS
LEADING UNION STAFF
Coaching Dates
1st Session:
Curriculum Modules
Completed
Strengths-based Leadership
2nd Session:
3rd Session:
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Webinar: Strengths based leadership
TIME:
PRE-WORK
A. STRENGTHSFINDER
1)
2)
3)
4)
5)
Please take the Strengthsfinder Self-test to find out your 5 signature strengths:
Visit the website: https://www.gallupstrengthscenter.com/Register/en-US/Index
Enter this access code:
Allow 35-40 minutes to take test
Your results will be automatically sent to you when you finish, along with a
description of what they mean and how to build on them
B. READINGS
1) Additional reading and a short webinar on Strength-based leadership will be
available on the community webpage:
C. GOTOWEBINAR
1) In advance of the webinar, think about questions you have from your test, webinar
and readings;
2) The call is based on discussion from you, not lecture, so please plan to be
somewhere you are able to be off mute and participating;
3) Please have your 5 Signature Strengths on hand;
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SEIU Healthcare CA Management training
1. In general, how do you feel about the training? [Please circle all that apply]
Encouraged
Hopeful
Inspired
Satisfied
Disappointed
Exhausted
Surprised
Annoyed
Cynical
Willing
Ready
Apprehensive
Worried
Enthusiastic
Skeptical
Confused
Happy
Angry
2. What was most valuable to you about the program so far?
__________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________
3. What suggestions for improvement do you have so far?
__________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________
4. How much do you agree or disagreement with these statements?
I gained valuable insight about my own role
1 low
2
3
4
5 high
I learned useful concepts and skills
1 low
2
3
4
5 high
I had the opportunity to participate and practice
1 low
2
3
4
5 high
It was a good and valuable use of my time.
1 low
2
3
4
5 high
I plan to apply what I have learned
1 low
2
3
4
5 high
I am looking forwarding to future modules
1 low
2
3
4
5 high
I am looking forward to having coaching myself
1 low
2
3
4
5 high
Note to facilitator:
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